Understanding, Evaluating And Reflecting - Research On The Teaching Of Historical Figures In Senior High School From The Perspective Of Multi - Dimensions

Historical figures are an important component of history, so its position in history teaching can not be ignored. Although the proportion of middle school teaching of historical figures in high school history teaching is not high in the current, only a small fraction of the compulsory content and elective content, but it has a very important function of education and teaching. It has a potentiality of the general history teaching content can’t reach in improving the students’ history knowledge system and training students’ historical thinking ability and students’ moral quality. In the usual course of history teaching, we should pay attention to the study of historical figures teaching.The new curriculum standards pointed out that the history teaching should train the ability of multi-angle observation and learning history, which content is currently high school history figures teaching lacking of. So what is the teaching of historical figures with various angles? How to achieve this multi-angle teaching theory in teaching of historical figures? This is an important issue that we need to be studied and solved. In my opinion,the essence of the so-called multi-angle is the angle that we look at the problem, it is simply different aspects of the multi-dimensional perspective. To achieve learning of historical figures from a multidimensional perspective, there are two issues that need to be addressed:first, how many kind of the multidimensional perspective of historical figures teaching is? How to define each perspective? Second, how to teaching process each of the characters in the historical perspective? Only clearly explained the two issues, just truly achieve to using a multidimensional perspective in teaching of historical figures. The focus of this research is to explore multidimensional perspective to combine with the teaching of historical figures, an important chapter in the paper on the type of procedure and practice of multi-dimensional perspective detail. From a cognitive point of view, I take historical figures into four links in the teaching process:know, understanding, evaluation and reflection. In every aspect of teaching, I provide a different perspective and combines specific teaching cases explanation.This paper is divided into four parts. The first part is to find problems of the teaching of historical figures in current high school by analyzing the content of the questionnaire and seeking currently high school’s history teachers’ and students’ views about the multi-dimensional perspective. The second part is a analysis of the necessity and feasibility about teaching of historical figures under the multi-dimensional Perspective. The third part is to study the type of multi-dimensional perspective, the meaning and the specific implementation, explained how to use multidimensional perspective at historical figures teaching by this studying. The fourth part is to explain how to do historical figures teaching under the multidimensional perspective though the complete operating process by specific designed teaching case.